Internet of Things (IoT) in the 4.0 industrial revolution is crucial for higher education. This mode is often assisted by the use of Information and Communication Technology (ICT), e.g. in the context of thesis writing. The ICT-assisted thesis writing is now a demand to empower student researchers. Thus, this paper attempts to evaluate the impact of the multimode thesis writing on the student psychological empowerment. Employing a case study, sixteen student-researchers from a private English college participated in this study. All participants had involved in multimode ICT-assisted thesis writing. Supervisor’ website, youtube, edmodo, and whatsApp were used to facilitate student researchers distance supervision. The data were gathered through questionnaires and a focused-group interview. The results revealed that the student researcher became voiced and more autonomous. They also felt more motivated for the thesis completion. Instead of having individual work, the student researchers engaged in a direct collaborative works. Thus, ICT-assisted thesis writing was empowering both for the supervisor and the student researchers. In addition, emerging issues and pedagogical implication were also discussed.
This research was an attempt to reveal the impacts of TSLT implementation on the student empowerment. Through a descriptive study, questionnaires and interview were used to collect the data involving 289 students. Frymier, Shulman, & Houser's (1996) psychological empowerment measurement scale was utilized as the instrument of the questionnaire containing three psychological dimensions: impact, meaningfulness, and competence. The results of the questionnaires show that impact had 51.92 % positively response; meaningfulness received 86.17 % responses; and competence perceived 77.55 % responses. The perceived score of the impact indicates students felt less degree to make difference in the classroom. The score of the meaningfulness means that students perceived their English learning is interesting and valuable. The score of the competence means students felt qualified and capable in performing their tasks. The findings of the interview suggest that students-teacher classroom interaction and small group tasks become interesting issues for promoting student empowerment. At the end of the part of the paper, instructional implications are also discussed.
School dropped-out students have attracted educators and policy makers. A number of studies have investigated factors and number of the dropped out students. However, albeit of these studies, dropped out students' voice was reported. Thus, this paper is aimed at portraying dropped out student' voice. Their reason for dropping out and their wishes were sought. Of 114 respondents, three respondents were voluntarily recruited for an interview. The findings revealed they unintentionally opted for dropping out but situation led them to do so. Online game addiction was realized as a means for skipping their school matters. Not only this narrative provides different perspective on seeing the dropped out students but it also endows with new insights for policy makers in treating risky dropped out students. Educational implication and for further required research are also sought and discussed.
The rapid development of ICT-based instruction in the accounting class has shake higher accounting education in several countries. This paper aimed at describing a journey of an accounting lecturer in employing personal website as media of instruction for teaching accounting. A female accounting lecturer was recruited to participate in the study. The findings suggest that using a website-driven class had empowered the female accounting lecturer. It also revealed that a web-driven class facilitated her to build her teaching motivation. In addition, practical implication is also discussed.
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